- How will the setting help my child settle in?
Before a child enters Stepping Stones, we offer children and their parents/carers the opportunity to visit and spend time at the setting. If this goes well and the child and their parent express an interest in accessing our service on a more permanent basis, we will then complete an All About Me initial assessment. From this, we will develop an Individual Plan (IP) which is used to inform us in supporting the child in their unique learning and development journey. Our child-centred strategy is further supportedwith each child being allocated a designated keyworker who will focus on building a rapport with the child, monitoring and aiding their progress and acting as a point of contact.
We recommend that parents /carers allow ample time to settle their child into the setting. For some children a settling in period takes longer and this is not a cause for concern and is part of their natural development.
- Who can I contact for further information?
Further information on Stepping Stonescan be obtained from our Playgroup Manager by email or phone.
Our email address is
Our phone number is07548991566
We also have a facebook page which is
For parents and carers who already attend Stepping Stones they can speak to any member of staff with any worries or concerns. Their first point of contact is often the child’s keyworker but our Manager and Special Educational Needs Co-ordinator (SENCO) would be happy to discuss anything with parents / carers.
- How does the setting know if children need extra help?
Our setting has an inclusive admissions policy and we strive to ensure that all children with additional needs are identified through our initial assessment process. Ongoing developmental reviews, tracking and observations of each child will be used to further ensure their individual learning goals and developmental milestones are being met. (Point 4 below explains the process which will be followed if it is identified that a child may have special educational needs and/or a disability).
- How will the setting support my child?
Following their initial assessment, the child will be supported in their development by a range of differentiated learning activities and specially themed sessions covering all the Early Years development areas. Keyworkers will work closely with the Manager in developing individual plans (IPs), setting targets, tracking progress against the early learning goals and conducting reviews. If at any point it is identified that a child may require additional support to fulfil their potential, our Manager and SENCO will, with parental consent, seek the support and assistance of the Special Educational Needs Advisory Service (SENAS).Through SENAS, the input of a range of therapists, educational and/or behavioural services may be secured. If the need for further support is indicated, the Local Authority may initiate an Educational Health Care Plan for the child. In all cases, suitable adjustments will be made to the delivery of services to enable the child to reach their full potential.
- How will I be involved in my child’s learning?
Stepping Stones adopts a partnership approach to learning and development. We recognise that for children to realise their full potential, a child-centred approach is essential. Therefore, parents, professionals and playgroup staff work together collaboratively to plan and support individual children in their unique learning journey. Parents will be regularly updated on their child’s progress by the nominated keyworkerand, where appropriate, be encouraged to share information pertinent to the child’s learning.
- How will the setting support my child at times of change, such as moving to a new setting or starting school?
At Stepping Stones we aim to ensure school readiness or help transition to another setting by following the same routine each day ie. registration, snack time etc and by encouraging children to listen.
We prepare children for moving to school by reading and discussing relevant books at circle time, setting up a school role play area, providing uniforms for dress up.
We prepare a transition report about a child’s development and learning in the Early Years Foundation Stage for the new setting/school to enable a smooth transition for the child.
For any other time of change in a child’s life ie moving house, expecting a sibling we would work together with the parents and plan specific activities to provide support.
- What support will there be for my child’s overall wellbeing?
Each child is allocated a keyworker who will build a relationship with them and respond sensitively to their feelings and behaviours. The Keyworker will meet their emotional and physical needs giving reassurance and supporting their wellbeing.
From this relationship the Keyworker will be able to observe which stage of development they are using Early Years Foundation Stage and produce an individual plan (IP), set targets and track progress to support their needs.
We provide a secure and calm environment with a happy family atmosphere where your child’s rights and individuality are respected. Learning is not imposed, but guidance through play help to encourage it. The planned activities and experienced staff help your child develop independence, confidence, and self-control.
Resources such as books and looking at different festivals, cultures, special needsetc are used to ensure all children are valued. We ensure the children appreciate that there are differences and similarities in the world and learn to respect them.
It is our policy to encourage the children to have a sense of right and wrong, to respect others and their environment.We challenge unacceptable behaviour and praise positive behaviour.
- What specialist services and expertise are available at or accessed by the setting? What training have the staff supporting children with SEND had?
At Stepping Stones we are committed to the inclusionof children with additional needs. Children with additional needs and/or requirements will be assessed, monitored and reviewed on an individual basis with the support of parents, SENAS and a range of professionals and services (see '4' above). The latter may include;
- GPs and Paediatric Services
- Social Workers/Social Care and Local Authority Services
- MARAT (Multi Agency Referral and Assessment Team)
- Health Visitor and District Nursing Services
- Speech and Language Therapy and Physiotherapy Services
- Opthamology and Audiology Services
- Psychology and Behavioural Support Services
Within the playgroup we support inclusivityby:
Having a SENCO (Special Needs Co-ordinator)
Having a dedicated keyworker system
Adopting a child-centred approach
Working in partnership with parents/carers
Liaising with other professionals and services
Continually extending staff knowledge and skills through ongoingtraining and development activities.
- How will my child be included in activities outside the room including physical activities and visits?
We have a large outside area which offers a broad range of opportunities for play, learning and development.All children are assessed prior to entry to ensure that their individual needs are appropriately accommodated within and outside the setting. Appropriate staffing will be provided dependent on their needs ie some children may need one-one care outside the room/during visits.
- How accessible is the setting environment?
The setting has recently undergone substantial renovation and is now fully accessible in line with the requirements of the Equality Act 2010.The hall, toilets and additional rooms are all on one level. All children are assessed prior to entry to ensure that their individual access needs are appropriately accommodated within the setting.
Resources are at the correct level to enable children to access them independently. We use boards to display visual aids such as keyworker information, date, day of the week and weather. Additional visual aids are used around the setting to represent specific activities, door signs, posters and hygiene information. We also use small visual aids during circle time to allow children to choose nursery rhymes, express feelings etc.
We have resources to promote multicultural awareness such as role play dress up, play food etc. During registration we consult parents about their child’s needs ie dietary / cultural requirements.
We promote inclusive practice for all children by offering places regardless of their needs, gender etc.